STANDARD 1.0 Singing
FOURTH GRADE
Students will sing, alone and with others, a varied repertoire of music.
LEARNER OUTCOMES (GLEs)
CHECKS FOR UNDERSTANDING
*Assessment Strategies, page
SAMPLE INDICATORS/ASSESSMENTS OF LEARNING
The student will know how to:
1.1 Sing melodies in varied styles with
accurate pitch and rhythm.
1.2 Demonstrate proper vocal technique.
Sing, alone, a simple melody with accurate rhythm
and pitch (solfege and/or lyrics).
Sing, with others, a simple melody with accurate
rhythm and pitch (solfege and/or lyrics).
Demonstrate terraced dynamic levels while singing a
melody.
Demonstrate ability to change dynamic levels
(crescendo and decrescendo) while singing a melody.
Demonstrate the ability to use proper breath support
to sing a given four-measure phrase at a given
tempo.
Demonstrate the ability to use head and chest voice
to sing a given four-measure phrase at a given
tempo.
Demonstrate grade-appropriate vocal technique by
singing a simple melody with a group.
Demonstrate grade-appropriate vocal technique by
singing a simple melody alone.
Demonstrate a smooth transition between head and
chest tones.
Demonstrate beginning and ending consonants, jaw
flexibility, the use of teeth, tongue, and open throat
for good vocal production and enunciation.
a.
b.
c.
Sing a melody with accurate pitch and rhythm.
Sing a melody with accurate pitch, rhythm, and dynamics.
Sing a melody with accurate pitch, rhythm, dynamics, and
tempo.
a.
Exhibit, within a large group setting, good posture, gradeappropriate diction, breath control, and tone in head and/or
chest voice.
Exhibit, in a group setting, good posture, grade-appropriate
diction, breath control, and tone in both head and chest voice.
Demonstrate, alone, proper posture, grade-appropriate diction,
breath control, and tone in both head and chest voice.
b.
c.
1.3 Demonstrate skills for singing
harmony.
Sing, with others, the melodies of two partner songs,
one at a time.
Sing the melody of one partner song accompanied by
a recording of the second song.
Sing, in a group, the melody of one partner song
while another group sings the melody of the other
partner song.
Demonstrate beginning and ending consonants for
good enunciation.
Demonstrate jaw flexibility for good vocal
production and enunciation.
Demonstrate the use of teeth and tongue for good
vocal production and enunciation.
Demonstrate open throat for good vocal.
Sing a partner song with student leaders while
teacher maintains tempo.
Sing a partner song with student leaders while the
teacher or a student conducts.
Sing the melody of a round/canon in a group.
Sing a round/canon in two and/or three parts in a
group.
a.
b.
c.
Sing partner songs (two songs) in small and/or large
groups.
Sing partner songs (two or three songs) in small
and/or large groups.
Sing partner songs and rounds and/or canons in small
and/or large groups.
STANDARD 2.0 Playing Instruments
FOURTH GRADE
Students will perform on instruments, alone and with others, a varied repertoire of music.
*Assessment Strategies, page
LEARNER OUTCOMES (GLEs)
CHECKS FOR UNDERSTANDING
SAMPLE INDICATORS/ASSESSMENTS OF LEARNING
Demonstrate, alone, teacher-selected,
developmentally and/or grade-appropriate rhythms
on non-pitched instruments using proper technique.
Demonstrate, in a group, teacher selected,
developmentally and/or grade-appropriate rhythms
on non-pitched instruments using proper technique.
a.
The student will know how to:
2.1
Demonstrate basic rhythmic
patterns in duple and triple meter on
non-pitched instruments using correct
technique.
b.
c.
2.2
Demonstrate simple melodies
on pitched instruments using correct
technique.
Play, alone, a teacher-selected example
demonstrating developmentally and/or gradeappropriate technique and correct notes on a pitched
instrument.
Play, in a group, a teacher-selected example
demonstrating developmentally and/or gradeappropriate technique and correct notes on a pitched
instrument.
a.
b.
c.
Perform basic rhythmic patterns (half notes, quarter notes,
paired eighth notes, quarter rests) in duple meter on nonpitched instruments using proper technique.
Perform basic rhythmic patterns (half notes, dotted half notes,
quarter notes, paired eighth notes, quarter rests) in duple and
triple meters on non-pitched instruments using proper
technique.
Perform rhythmic patterns (half notes, dotted half notes,
quarter notes, eighth notes, half rests, and quarter rests) in
duple and triple meters on non-pitched instruments using
proper technique.
Perform, alone, simple melodies on a pentatonic scale (fourmeasure minimum).
Perform, alone or in groups, melodies based on selected major
scales including steps, skips, leaps, and repeated notes (fourmeasure minimum).
Perform melodies based on selected major and/or minor
scales.
2.3
Demonstrate simple rhythmic
and/or melodic accompaniments using
correct technique.
2.4
Demonstrate simple melodies
with appropriate expressive markings.
Demonstrate, alone, a teacher-selected,
developmentally and/or grade-appropriate rhythmic
accompaniment.
Demonstrate, alone, a teacher-selected,
developmentally and/or grade-appropriate melodic
accompaniment.
Demonstrate, in a group, a teacher-selected,
developmentally and/or grade-appropriate rhythmic
accompaniment.
Demonstrate, in a group, a teacher-selected,
developmentally and/or grade-appropriate melodic
accompaniment.
Demonstrate an understanding of a simple score for
pitched instruments (e.g., an Orff instrumental
score), a rhythmic score for non-pitched instruments,
or a score for a recorder ensemble.
a.
Identify tempo changes and dynamics using a
listening map for a given recorded selection.
Play a simple melody with tempo and/or dynamic
changes in a large group setting. Play a simple
melody with tempo and/or dynamic changes in a
small group setting. Demonstrate, with others, the
ability to follow the tempo markings in a piece of
music, as set by the conductor or with a recording.
Demonstrate developmentally and/or gradeappropriate use of expressive markings.
a.
b.
c.
b.
c.
Perform a basic accompaniment in duple meter on pitched
(two-note chords, broken two- note and three-note chords)
and on non-pitched (steady beat) instruments.
Perform an accompaniment in duple and/or triple meter using
basic rhythms on pitched instruments (two-note chords,
broken two-note chords, three-note chords, and/or arpeggios),
and an accompaniment in duple and/or triple meters using
varying rhythm patterns (dotted half notes, half notes, quarter
notes, paired eighth notes, quarter rests) on non-pitched
instruments.
Perform an accompaniment on pitched and non-pitched
instruments using a score that includes varying rhythms,
pitches and parts.
Demonstrate tempo changes and dynamics when playing a
music example.
Demonstrate dynamics, phrasing and tempo changes when
playing a music example.
Demonstrate expressive qualities in performance (e.g.,
dynamics, balance, tempo changes, phrase markings).
FOURTH GRADE
STANDARD 3.0 Improvising
Students will improvise melodies, variations, and accompaniments.
*Assessment Strategies, page
LEARNER OUTCOMES (GLEs)
CHECKS FOR UNDERSTANDING
SAMPLE INDICATORS/ASSESSMENTS OF LEARNING
3.1 Improvise, vocally and/or
instrumentally, two-measure melodies
using a pentatonic scale.
Improvise a developmentally and/or gradeappropriate melody using a pentatonic scale on a
pitched instrument.
a.
3.2 Improvise rhythmic patterns.
Improvise developmentally and/or grade-appropriate
rhythms using body percussion, pitched, and/or nonpitched instruments.
a.
The student will know how to:
b.
c.
b.
c.
3.3 Improvise, vocally and/or
instrumentally, questions and/or
answers.
Improvise a developmentally and/or gradeappropriate question phrase. Improvise a
developmentally and/or grade-appropriate answer to
a given question phrase.
a.
b.
c.
3.4 Improvise a simple instrumental
accompaniment.
Improvise a developmentally and/or gradeappropriate simple rhythmic accompaniment or
ostinato accompaniment on pitched or non-pitched
instruments.
a.
b.
c.
Improvise an eight-beat melody using a pentatonic scale within
teacher-given parameters.
Improvise an eight-beat melody using a pentatonic scale.
Improvise, on a variety of instruments, an eight-beat melody
using a pentatonic scale.
Improvise an eight-beat rhythm pattern consisting of half notes,
quarter notes, paired eighth notes and quarter rests.
Improvise an eight-beat pattern using half notes, quarter notes,
paired eighth notes and/or quarter rests while maintaining a
steady tempo.
Improvise an eight-beat pattern using half notes, quarter notes,
paired eighth notes, quarter rests and/or half rests while
maintaining a steady tempo.
Improvise an answer to a teacher-given eight-beat question using
body percussion or non- pitched instruments
Improvise, with a partner, a four- or eight-beat question and
answer using body percussion or non-pitched instruments.
Improvise, with a partner, a four- or eight-beat question and
answer on pitched instruments (may include recorder).
Improvise a simple four-beat accompaniment on body
percussion or non-pitched instruments within teacher-given
parameters.
Improvise a simple eight-beat accompaniment on body
percussion or non-pitched instruments within teacher-given
parameters.
Improvise a simple eight-beat accompaniment on non-pitched or
pitched instruments within teacher-given parameters.
FOURTH GRADE
STANDARD 4.0 Composing
Students will compose and arrange music within specified guidelines.
*Assessment Strategies, page
LEARNER OUTCOMES (GLEs)
CHECKS FOR UNDERSTANDING
SAMPLE INDICATORS/ASSESSMENTS OF LEARNING
Create a four-measure melodic composition.
Create a four-measure melodic composition in AB
form.
Create a four-measure melodic composition in ABA
form.
a.
Create a four-measure melodic based on a pentatonic
scale.
Create a four-measure melodic based on a major
scale.
a.
The student will know how to:
4.1 Compose a simple four-measure
melody in binary and/or ternary form.
4.2 Compose a simple four-measure
melody on a major and/or minor scale.
b.
c.
b.
c.
4.3 Compose, vocal or instrumental, a
short melodic introduction, interlude,
and/or coda using teacher-given
parameters.
Discuss the definition of an introduction.
Demonstrate a teacher-guided introduction in a large
group.
Discuss the definition of interlude and recognize one
in a listening example.
Create an interlude using teacher-given parameters.
Discuss the definition of coda.
Demonstrate the ability to locate a coda in a music
score.
Create an introduction, interlude, and/or coda.
a.
b.
c.
Create and demonstrate a four-measure melodic
question/answer composition.
Create and demonstrate a four-measure melodic composition
in AB form.
Create and demonstrate a four-measure melodic composition
in ABA form.
Create and demonstrate a four-measure melody based on a
pentatonic scale.
Create and demonstrate a four-measure melody based on a
given pentatonic or major scale
Create and demonstrate a four-measure melody based on a
given major or minor scale.
Create and demonstrate a short introduction and coda for a
given melody.
Create and demonstrate a short introduction, interlude, and
coda for a given melody.
Create and demonstrate a two- to four-measure interlude for a
given melody.
FOURTH GRADE
STANDARD 5.0 Reading and Notating
Students will read and notate music.
*Assessment Strategies, page
LEARNER OUTCOMES (GLEs)
CHECKS FOR UNDERSTANDING
SAMPLE INDICATORS/ASSESSMENTS OF LEARNING
Demonstrate, through the use of manipulatives or
movement, an understanding of notes on the lines
and spaces of a treble clef staff.
Demonstrate, by notating, an understanding of notes
on the lines and spaces of a treble clef staff.
a.
The student will know how to:
5.1 Identify and explain symbols
represented in rhythm and melody.
b.
c.
5.2 Use symbols to read, notate and
perform.
Demonstrate, through movement, an understanding
of time signature/meter (duple and triple).
Identify the placement of time signature/meter on the
staff.
Determine the meter of a music example by
identifying the number of beats in each measure.
Sing and/or play a simple three-note melody using
teacher-given solfege.
a.
b.
c.
Identify meters (duple and triple), note names on a treble clef
staff, note values (half notes, quarter notes, paired eighth
notes), and quarter rests.
Compare meters (duple and triple); identify note names on a
treble clef staff, note values (whole notes, half notes, quarter
notes, paired eighth notes), and rest values (half rest, quarter
rests).
Compare and contrast meters (duple and triple); identify note
names on a treble clef staff, note values (dotted half notes,
half notes, quarter notes, paired eighth notes, sixteenth notes),
and rest values (half rests, quarter rests).
Demonstrate pitch understanding using teacher-given solfege
symbols.
Demonstrate pitch understanding using solfege (or other
teacher-provided) symbols.
Demonstrate an understanding of treble clef pitches by
singing intervals using both solfege and letter names or by
playing intervals on an instrument.
5.3 Identify and interpret terms and
symbols referring to musicality.
Identify dynamic markings through a teacher-guided
classroom activity.
Identify directional markings through a teacherguided classroom activity.
Follow dynamic markings in a teacher-given
listening example.
Follow directional markings in a teacher-given
listening example.
Demonstrate, vocally, an understanding of dynamic
markings.
Demonstrate, instrumentally, an understanding of
dynamic markings.
Demonstrate, vocally, an understanding of
directional markings. Demonstrate, instrumentally,
an understanding of directional markings.
a.
b.
c.
Identify and demonstrate dynamic markings (e.g., fortissimo,
forte, mezzo forte, mezzo piano, piano, pianissimo, crescendo,
decrescendo) within a given music selection.
Identify and demonstrate dynamic markings (e.g., fortissimo,
forte, mezzo forte, mezzo piano, piano, pianissimo, crescendo,
decrescendo) and tempo markings (e.g., andante, largo,
presto, ritardando) within a given music selection.
Identify and demonstrate dynamic markings (e.g., fortissimo,
forte, mezzo forte, mezzo piano, piano, pianissimo, crescendo,
decrescendo), tempo markings (e.g., andante, largo, presto,
ritardando), and articulation markings (e.g., staccato, marcato,
accents) within a given music selection.
FOURTH GRADE
STANDARD 6.0 Listening and Analyzing
Students will listen to, analyze and describe music.
*Assessment Strategies, page
LEARNER OUTCOMES (GLEs)
CHECKS FOR UNDERSTANDING
SAMPLE INDICATORS/ASSESSMENTS OF LEARNING
Identify rondo form in listening examples.
Demonstrate the similarities and differences between
rondo form and AB and/or ABA forms.
Demonstrate an understanding of rondo form using
movement.
Demonstrate an understanding of rondo form using
manipulatives.
Identify theme and variations in a given listening
example.
Demonstrate an understanding of theme and
variations using movement.
Demonstrate an understanding of theme and
variations using manipulatives.
a.
Classify, visually or aurally, given instruments into
their orchestral families.
a.
The student will know how to:
6.1
Demonstrate same and different
sections through varying methods.
6.2
Identify and classify, visually and
aurally, orchestral instruments
individually and/or by
family.
b.
c.
b.
c.
6.3
Describe, both orally and written,
the characteristics of musical selections
(vocal and
instrumental).
Select appropriate vocabulary from a word bank to
describe a music selection.
Compare and contrast given music selections using a
graphic organizer.
a.
b.
c.
Demonstrate an understanding of different sections of
complex forms (e.g., rondo, theme and variations) using
manipulatives.
Create a pictorial representation of different sections of
complex forms (e.g., rondo, theme and variations) of music.
Create movement patterns to demonstrate different sections of
complex forms of music.
Recognize selected orchestral, band, folk, and/or ethnic
instruments and classify into families.
Identify, visually, teacher-selected orchestral instruments and
group into families.
Identify, through listening examples, teacher-selected
instruments, individually and as families.
Describe a listening example using teacher-given
characteristics.
Classify the elements of music using teacher-given
vocabulary.
Describe a listening example using correct music vocabulary.
6.4
Identify and describe various
styles and genres (vocal and
instrumental) of music.
Classify styles of music through listening examples.
Classify genres of music through listening examples.
a.
b.
c.
Describe stylistic characteristics of selected regional, national,
and/or global styles and/or genres (e.g., lullaby, march, jazz,
folk song, patriotic, work song, spiritual, Tennessee song,
ethnic music) of music using teacher-given parameters.
Classify styles and/or genres of music using teacher-given
vocabulary.
Analyze teacher-given styles and/or genres of music.
FOURTH GRADE
STANDARD 7.0 Evaluating
Students will evaluate music and music performances.
*Assessment Strategies, page
LEARNER OUTCOMES (GLEs)
CHECKS FOR UNDERSTANDING
SAMPLE INDICATORS/ASSESSMENTS OF LEARNING
Describe a music selection using a teacher-given
word bank.
Discuss the elements of a music selection within
teacher-given parameters.
a.
The student will know how to:
7.1
Devise and apply, with teacher
guidance, criteria for evaluating music
and music performances.
b.
c.
7.2
Demonstrate proper audience
etiquette and evaluate audience behavior
during performances.
Discuss and create, as a class, guidelines for
audience etiquette.
Create a rubric for evaluating audience etiquette.
a.
b.
c.
Discuss a music selection or student performance using gradeappropriate music vocabulary and teacher-given criteria.
Develop a criteria, with teacher guidance and using gradeappropriate music vocabulary, to evaluate a performance..
Evaluate, in a group, a student or professional performance
using student developed criteria.
Discuss and demonstrate appropriate audience member
behavior in a classroom setting.
Demonstrate appropriate audience behavior in a formal
performance setting.
Evaluate one’s own audience behavior.
FOURTH GRADE
STANDARD 8.0 Interdisciplinary Connections
Students will understand relationships between music, the other arts, and disciplines outside the arts.
*Assessment Strategies, page
LEARNER OUTCOMES (GLEs)
CHECKS FOR UNDERSTANDING
SAMPLE INDICATORS/ASSESSMENTS OF LEARNING
Identify commonalities between music and dance.
Create short dramatizations to music selections and
relate to theatre.
Identify common themes between music and visual
art (e.g., Pastoral Symphony by Ludwig van
Beethoven and Wooded Landscape by Jeanne
Francois Millet) using examples from textbooks or
websites.
a.
b.
Explain the relationship between music and
mathematics (e.g., rhythm pyramid).
a.
The student will know how to:
8.1
Experience and explain the
elements of music as they relate to other
arts disciplines.
8.2
Investigate and demonstrate
ways music interrelates with other
academic disciplines.
c.
b.
c.
Discuss similarities between music and dance and visual art.
Demonstrate similarities between music and dance
(movement) and theatre (dramatizations).
Perform, combining aspects of music, dance, and theatre.
Demonstrate an ability to enhance a story with the addition of
singing, vocal or instrumental sounds, and relate it to the
language arts curriculum and/or relate the study of rhythms to
the mathematics curriculum.
Describe the literary characteristics of song lyrics.
Demonstrate the relationship of music to literature,
mathematics, science, and/or social studies.
FOURTH GRADE
STANDARD 9.0 Historical and Cultural Relationships
Students will understand music in relationship to history and culture.
*Assessment Strategies, page
LEARNER OUTCOMES (GLEs)
CHECKS FOR UNDERSTANDING
SAMPLE INDICATORS/ASSESSMENTS OF LEARNING
Discuss and demonstrate traditional music of a
selected culture (e.g., African, Native American,
Asian, Latin American).
Discuss and demonstrate an understanding of a given
historical period as related to music studied.
a.
The student will know how to:
9.1
Describe and perform music of
various cultures and historical periods.
b.
c.
Describe music characteristics of selected cultures using
teacher-given parameters.
Discuss characteristics of selected cultures within a musical
and/or historical context using teacher-given parameters.
Demonstrate an understanding of selected cultures and/or
historical periods through music performance (vocal and/or
instrumental).